Challenges Faced by Students with Special Needs in Primary Education during Online Teaching

Abstract

This study investigates the psychological, educational, and technological difficulties faced by primary education students with special needs during online teaching. An interpretative phenomenological analysis was used for the qualitative analysis of data obtained through semi-structured interviews with twenty-two (22) teachers in primary education at a European country. The results revealed that their students showed negative emotions and behaviour. Those diagnosed with autism and learning disabilities had difficulty concentrating in class, while those with sensory disabilities had epileptic instances. Students with mild mental retardation in particular found it difficult to use digital tools. Many problems, however, are due to the lack of infrastructure and digital skills, as well as proper preparation of teachers for online teaching. Therefore, students and teachers should be equipped with the necessary digital skills, specialised digital tools and accessible open educational resources (OER) in order to effectively participate in online education.